1. Common Core Confessions of a Math Teacher

2. So, what is this Common Core thing all about? The standards define the knowledge and skills students should gain throughout their K-12 education. The standards are:  Research- and evidence-based  Clear, understandable, and consistent  Aligned with college and career expectations  Based on rigorous content and application of knowledge through higher-order thinking skills  Built upon the strengths and lessons of current state standards  Informed by other top performing countries in order to prepare all students for success in our global economy and society

3. What does this mean for teaching Mathematics? The following are shifts that Common Core makes in teaching Mathematics:  Greater focus of fewer topics.

4. Focus on Fewer Topics The Common Core calls for greater focus in mathematics.  No more racing to cover many topics in a mile-wide, inch-deep curriculum. Significantly narrow and deepen the way time and energy are spent in the classroom. Here is a basic breakdown of focus areas from K – 8.

5. What does this mean for teaching Mathematics? The following are shifts that Common Core makes in teaching Mathematics:  Greater focus of fewer topics.  Coherence: Linking topics and thinking across grades.

6. Coherence Mathematics is…  not a list of disconnected topics, tricks or mnemonics. a coherent body of knowledge made up of interconnected concepts. Therefore:  Standards are designed around coherent progression from grade to grade.  Learning is carefully connected so that students can build new understanding onto foundations built in previous years.

7. What does this mean for teaching Mathematics? The following are shifts that Common Core makes in teaching Mathematics:  Greater focus of fewer topics.  Coherence: Linking topics and thinking across grades.  Rigor: Pursue conceptual understanding, procedural skills and fluency, and application with equal intensity.

8. Rigor Rigor refers to deep, authentic command of mathematical concepts. To help students meet the standards, educators will need to pursue each of the following three aspects of rigor:  Conceptual understanding – students must be able to access concepts from a number of perspectives.  Procedural skills and Fluency – students must be able to perform calculations with speed and accuracy.  Application – students should be able to use math in a variety of situations that require mathematical knowledge.

9. What are the Standards of Mathematical Practice? These are “processes and proficiencies” that mathematics educators should seek to develop in their students. The mathematical processes include:  problem solving, reasoning and proof, communication, representation, and connections. The mathematical proficiencies include:  adaptive reasoning, strategic competence, conceptual understanding, procedural fluency, and productive disposition.

11. Why should we teach Standards of Mathematical Practice?

12. What are the challenges we face? The first steps to make Common Core work:  Getting your students to buy in.

13. Getting your students to buy in… Where will I use this in real life?

14. Getting your students to buy in… Will this be on the test?

15. Changing how we assess… Good assessments will:  Be Authentic.

16. Authentic Assessments An authentic assessment is:

17. Changing how we assess… Good assessments will:  Be Authentic. provide students with opportunities to:  Show fluency with concepts and procedures – 40%  Communicate reasoning – 20%  Problem solve– 20%  Model and Analyze – 20%

18. Setting an Authentic Task Change the task that you were given to:  Be Authentic. provide students with opportunities to:  Show fluency with concepts and procedures – 40%  Communicate reasoning – 20%  Problem solve– 20%  Model and Analyze – 20%

19. What are the challenges we face? The first steps to make Common Core work:  Getting your students to buy in.  Aligning with the IBDP.

20. Aligning to the IBDP Traditionally, US Math courses follow the following sequence:  Algebra 1  Geometry  Algebra 2  Pre-Calculus This is not ideal for IB!

21. Aligning to the IBDP To prepare students for IB, some States designed the following courses:  Integrate Math 1  Integrated Math 2  Integrated Math 3

22. Aligning to the IBDP An average math student could then have the following courses:  Integrate Math 1 – Grade 9  Integrated Math 2 – Grade 10  IB Studies/Standard Level – Grade 11/12 A higher-performing math student could have the following courses:  Integrate Math 1/2 – Grade 9  Integrated Math 2/3 – Grade 10  IB Standard/Higher Level – Grade 11/12

23. What are the challenges we face? The first steps to make Common Core work:  Getting your students to buy in.  Aligning with the IBDP.  Navigating the resources.

24. Navigating the Resources What you need to get started:  Curriculum (Scope & Sequence, unit plans etc.)  Assessments  Rich Math Tasks Check out our LiveBinder!  Where: http://www.livebinders.comhttp://www.livebinders.com  Username: esolmath  Password: esolmath